Motivational Dispositions and Emotional Experiences of Chinese as a Second Language Learners

Abstract

The number of global Chinese as a Second Language (L2) learners has been rising steadily over the past two decades, a result of China’s growing influence and strategic promotion of its language and culture internationally. While scholarly interest in Chinese as a Second Language (CSL) learning has become more prominent, relatively limited attention has been paid to the independent and joint impact of individual differences variables—particularly motivation and emotion—on CSL learners’ language acquisition process. To address this gap, this thesis adopts a sequential explanatory mixed-methods research approach, collecting questionnaire and interview data from 231 international students at a university in central China. The study is theoretically grounded in Dörnyei’s (2005, 2009) L2 motivational self system (L2MSS) and Pekrun’s (2006) control-value theory of achievement emotions. It addresses three main research questions regarding CSL learners’ motivational dispositions, emotional experiences, and their interplay. A combination of quantitative and qualitative techniques is employed to answer these three research questions. Findings reveal that CSL learners have distinct motivational and emotional profiles that are inherently correlated. The two psychological constructs of motivation and emotion can also be influenced to different degrees by learners’ background variables. The thesis is of theoretical and practical significance. The development of scales that incorporate CSL learners’ motivational and emotional features consolidates the theoretical basis for these constructs in the field of second language acquisition. Furthermore, the quantitative statistical insights and the qualitative shared learning experiences reported by the interviewees have pedagogical implications for Chinese language teachers in fostering learners’ effort and enhancing their well-being in language learning.